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dc.contributor.authorWilliams, P. John
dc.date.accessioned2013-03-04T01:38:19Z
dc.date.available2013-03-04T01:38:19Z
dc.date.issued2012
dc.identifier.citationWilliams P.J. (2012). Maximising the potential of ICT to provide authentic summative assessment opportunities. Computers in New Zealand Schools, 24(2), 137-155.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7300
dc.description.abstractThis paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherCentre for Distance Education and Learning Technologies, University of Otago College of Educationen_NZ
dc.relation.urihttp://www.otago.ac.nz/cdelt/otago063725.pdfen_NZ
dc.rights© 2012, The Author. Creative Commons Attribution-NonCommercial-NoDerivs 3.0 New Zealand License.en_NZ
dc.subjectICTen_NZ
dc.subjectassessmenten_NZ
dc.titleMaximising the potential of ICT to provide authentic summative assessment opportunitiesen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfComputers in New Zealand Schoolsen_NZ
pubs.begin-page137en_NZ
pubs.elements-id37958
pubs.end-page155en_NZ
pubs.issue2en_NZ
pubs.volume24en_NZ


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